6. Share your story with your group. Help each other decide what describing words and connectors to add. Once you have checked most students’ ideas, put them in groups. Ask them to share their ideas with each other and help each other add adjectives and connectors to link the ideas together and make the story more interesting. Ask students to say what they think is going to happen next and what is making the hissing sound. Get students to compare their ideas in small groups. Elicit responses from each group. Product: Recording of a Personal Anecdote In this lesson, students will write an outline of a personal anecdote they want to tell. Organize the class into new groups, read the first couple of instructions aloud, and have them use their chart from Activity 5, as well as their previous group’s suggestions from Activity 6 to now write an outline of the anecdote they want to tell. Monitor while they work to check progress. This activity will be your third evidence in this unit; ask students to file it following the procedure of your preference. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
5 Think of an anecdote you can tell your classmates.To help you, answer the questions.
• Where were you? • How does it begin? • Who else was there with you? • What were you doing?
• What happened? • What was the climax? • What happened in the end?
6 Share your story with your group. Help each other decide what describing words and connectors to add. 112
Some examples of describing words (adjectives) are: happy, sad, funny, fast, etc. Some examples of connectors are: so, because, then, next, finally, suddenly, etc. 112
Reader What do you think is going to happen next? (pp. 22-24)
Step 3
Recording of a Personal Anecdote
• Complete an improved outline for your own story using connectors and describing words. Self-evaluation (Check the box or boxes.) I included a beginning, development, climax, and ending in my anecdote. I told my anecdote in past tenses. I used more pauses, bigger difference in volume, and different speed. I used body language to make it more understandable. Tip: If you are not sure about your answers, go back to Activities 5 and 6, and retell your anecdote using the appropriate tools.
21 Unit 2
Achievement Analyze different aspects of storytelling. Teaching Guidelines • Complete an outline for a personal anecdote. • Enrich an anecdote with adjectives and connectors. Development 5. Think of an anecdote you can tell your classmates. To help you, answer the questions. In order to create an outline of an anecdote, students will be answering the questions beforehand. This is a crucial step to give them the samples of what they need to write or recall. It is a way of scaffolding the activity and make it easier for student as they do it little by little as they construct their anecdote. Differentiated Instruction For this activity you could suggest that students make a Bubble Map to organize their ideas before they write in the chart or the outline. This can be especially useful to visual students.
Unit 2 • Activity Book p. 21
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